COURSE SYLLABUS COVER SHEET

Lewis & Clark College

Graduate School of Education and Counseling

Course Name CPSY 538 – Section 1

Course Number Advanced Research Methods
Term Fall 2014
Department Counseling Psychology
Textbooks/Materials See attached
Faculty Name Carol Doyle
Faculty Phone/E-mail cdoyle@lclark.edu
Faculty Office Rogers Hall 317

Course Description

Advanced Research Methods has been developed for those students who enter their Counseling Psychology
program with a strong background (2 research methods/statistics courses and/or research assistantship as part
of undergraduate degree.) This class will build on student’s base of knowledge by providing an opportunity
to learn about aspects of the research process in more detail. We will also learn about new and innovative
designs and/or methods. Students will design a research project (hypothetical) utilizing a design or method
that they have not studied and/or used before. Students planning to complete a thesis will refine their thesis
topics and begin developing a research question.

The structure of the class will include some lecture but primarily that of a research colloquium. Each meeting
of the colloquium will cover a different broad topic with specifics determined by the class. Class will also
provide the opportunity to present “problems” and/or issues that have come up as you design your projects.

Course Goals and Objectives:

The primary goal of this class is to further develop students’ understanding of the research process
specifically related to research related to their professions. Included will be an understanding of program
evaluation and the use of research findings for program improvement. Also included will be evidence based
practice and utilizing research to improve practice. An additional goal is to have students critically analyze
published research and/or be able to conduct independent research.

The objectives of this class will be to provide opportunities to learn and apply the skills necessary for
evaluating research, including analyzing published instruments, and conducting independent research,
including needs assessments and program evaluation. Emphasis will be on the following components of the
research process: research questions and hypotheses, research design including qualitative research, action
research and program evaluation, operationalization of variables, and measurement issues. The impact of
culture on research design and analysis will additionally be addressed.

By the end of the semester students will be able to:

 Identify various paradigms for conducting research (NASP 2.1, CC: 8b)
 Understand the process of developing a research project (NASP 2.9; CC: 8b, 8c, 8d)
 Write research questions and hypotheses (CC: 8b)
 Understand the ethical issues involved in working with human participants (CC: 8f)
 Identify and describe various types of quantitative research designs (CC: 8b)
 Identify and describe various types of qualitative research designs (CC: 8b)
  Identify the components and models of program evaluations, including needs assessments (NASP 2.9;
CC: 8d, B3)
 Identify and describe validity issues inherent in different types of designs (CC: 8b, 8c, 8d)
 Discuss the use of research findings for program change (CC: 8d, B3)
 Discuss the issues involved in conducting real world research (CC: 8a, 8e)
 Discuss the impact of culture on various aspects of the research process (CC: 8f, 7f, 2c)
 Critically evaluate published research articles (NASP 2.1; CC: 8a, 8b, 8d, 8e)
 Design a proposal for research project (NASP 2.11; CC: 8a, 8b, 8e)
 Write an Introduction and Literature Review for a research project (thesis students only)

Additionally, the course will cover the objectives and competencies from your professional organizations.
These include:

From the NASP standards,

Students will:
 Have knowledge of research, statistics and evaluation methods
 Be able to evaluate research,
 Be able to translate research into practice
 Understand research design and statistics in sufficient depth to plan and conduct investigations and
program evaluations for improvement of services
 Have knowledge of varied models and methods of assessment that yield information useful in
identifying strengths and needs in understanding problems and in measuring progress and
accomplishments
 Have knowledge of information sources and technology relevant to their work
 Access, evaluate, and utilize information sources and technology in ways that safeguard or enhance
the quality of services

From the Marriage & Family Therapy Core Competencies & MCFT program standards

Students:
 Understand research and program evaluation methodologies, both quantitative and qualitative,
relevant to MFT and mental health services.
 Demonstrate an understanding of process and outcome, research design, methodology, basic statistics,
with research knowledge in individual and family counseling
 Understand the legal, ethical, and contextual issues involved in the conduct of clinical research and
program evaluation.
 Recognize informal research processes involved in therapy, own biases relative to research
 Know the extant MFT literature, research, and evidence-based practice.
 Read current MFT and other professional literature and use the literature to inform clinical practice.
 Critique professional research and assess the quality of research studies and program evaluation in the
literature.
 Determine the effectiveness of clinical practice and techniques.
 Utilize research and technology applications in marital, couple, and family counseling
 Recognize opportunities for therapists and clients to participate in clinical research when appropriate
From the CACREP Standards

Students will understand

 The importance of research in advancing the counseling profession;
 The importance of research and opportunities and difficulties in conducting research in the counseling
profession,
 research methods such as qualitative, quantitative, single-case designs, action research, and
outcome-based research;
 Statistical methods used in conducting research and program evaluation;
 Principles, models, and applications of needs assessment, program evaluation, and the use of
findings to effect program modifications;
 The use of research to inform evidence-based practice; and
 Ethical and culturally relevant strategies for interpreting and reporting the results of research
and/or program evaluation studies.
 Use of research to improve counseling effectiveness
 Legal and ethical issues in conducting research

Course Calendar: See attached

Course Requirements: See attached

The graded requirements of the course differ dependent on whether you are a School Psychology, MCFT,
PMHC or PMHC-A not planning to complete a thesis, or a student working toward admission to the M.S. and
planning to complete a thesis. Overall, the requirements of the course include, homework and in class
assignments/class participation, article summaries and critiques, the development of a research article
critique guide, an, a group research project and/or introduction to a research plan.

Attendance requirements: Class attendance is expected and required. Any missed class time will be made
up by completing extra assignments designed by the instructor. Missing more than ten percent of class time
may result in failure to complete the class. This would be 4.5 hours of a 45 hour class (3 credits), 3.0 hours for
a 30 hour class (2 credits) or 1.5 hours for a 15 hour class (1 credit.) In case of extreme hardship and also at
the discretion of the instructor, a grade of incomplete may be given for an assignment or the entire course. In
such cases, the work to be submitted in order to remove the incomplete must be documented appropriately
and stated deadlines met. Students are expected to be on time to class and tardiness may be seen as an absence
that requires make-up work.

Late papers and assignments: Any assignments turned in late (without previous permission) will
automatically receive a 10% reduction in grade.

Evaluation and Assessment:

Each assignment will be graded via a point system. Generally speaking, the following grades can be
associated with the points for each assignment

90% of points possible - A

80% of points possible - B
70% of points possible - C
60% of points possible - D
less than 60% of points possible - F
Additionally, if the requirements for an assignment are met, the points given will be associated with a
B+. If one exceeds the requirements of the assignment there point total will improve accordingly,
Similarly, if the assignment does not meet the requirements point total will decrease accordingly. The
points associated with each assignment are attached.

Accommodations for Students with Special Needs and/or Disabilities:

If you have a disability that may impact your academic performance, you may request accommodations by
submitting documentation to the Student Support Services Office in the Albany Quadrangle (x7156). After
you have submitted documentation and filled out paperwork there for the current semester requesting
accommodations, staff in that office will notify me of the accommodations for which you are eligible. Please
notify me of any special learning considerations that I should be aware of so that we can work together to
make the appropriate accommodations.

Authorization Levels: All levels

Partial Bibliography of Research Methods Related resources:

American Psychological Association (2010). Publication manual of the American Psychological Association.
(6th Ed.). Washington, DC: American Psychological Association.

Cone, J.D. & Foster, S.L. (1993). Dissertations and theses from start to finish. Washington, DC: American
Psychological Association.
Creswell (2007). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (2nd ed).
Thousand Oaks: Sage.
Creswell (2009) Research Design: Qualitative & Quantitative, Quantitative, and Mixed Methods Approaches
(3rd Ed). Thousand Oaks: Sage

Denzin & Lincoln (2000). Handbook of Qualitative Research (2nd Ed.). Thousand Oaks: Sage

Galvan, J.L. (1999). Writing Literature Reviews. Los Angeles: Pyrczak Publishing.

Heppner, P.P., Kivlighan, D. M., & Wampold, B.E. (1999). Research Design in Counseling. Pacific Grove,
CA: Brooks/Cole.

Holcomb, Z.C. (1997). Real data. A statistics workbook based on empirical data. Los Angeles: Pyrczak
Publishing.

Holcomb, Z.C. (1927). Interpreting Basic Statistics. A Guide and Workbook Based on Excerpts from
Journal Articles. Los Angeles: Pyrczak Publishing.

Holcomb, Z.C. (1997). Real data. A statistics workbook based on empirical data. Los Angeles: Pyrczak
Publishing.

LeCompte & Schensul (1999). Ethnographer's Toolkit

Leong & Austin (2006). The psychology research handbook. A guide for graduate students and research
assistants (2nd Ed.). Thousand Oaks, CA: Sage Publications

Pryzak, F. Evaluating Research. Los Angeles: Pyrczak Publishing.

Patten, M.L. (2000). Understanding Research Methods. An Overview of the Essentials. Los Angeles:
Pyrczak Publishing

Maxwell, J. (1996). Qualitative Research Design: An Interactive Approach (2nd Ed.). Thousand Oaks, CA:
Sage

Mertens (2005). Research & Evaluation in Education & Psychology (2nd Ed). Thousand Oaks, CA: Sage.

Moustakas, C. (1994). Phenomenological Research Methods. Thousand Oaks, CA: Sage.

Mertler, C.A. & Vannatta, R. A. (2005). Advanced and Multivariate Statistical Methods. Practical
Application and Interpretation (3rd Ed.) Glendale, CA: Pyrczak Publishing

Rosenthal, J.A.(2001). Statistics and Data Interpretation for the Helping Professions. Belmont, CA:
Wadsworth/Thompson Learning

Weis, L. & Fine, M. (2000). Speed bumps: A student-friendly guide to qualitative research. New York:
Columbia University, Teacher College Record.
 CPSY 538
Advanced Research Methods
Fall Semester 2014
Wednesdays 5:30 – 8:45

Carol Doyle, Ph.D.

Office: Rogers Hall 317 Advising Hours: Friday 1:00 – 4:00; T/Th (by appt)
Phone: 768-6067
E-mail: cdoyle@lclark.edu

“Research is always carried out by an individual with a life and a lifeworld …, a personality, a
social context, and various personal and practical challenges and conflicts, all of which affect the
research, from the choice of a research question or topic, through the method used, to the
reporting of the project’s outcome. Most research textbooks do not bring the living reality of you,
the researcher, into the discussion of research. We believe that the person is always at the center
of the process in inquiry – that you will always be at the center of your own research, which in
turn will always be a part of you” (Bentz, V. M. & Shapiro, J. J. (1998).
(Mindful Inquiry in Social Research, p 4.)

Course Description

Advanced Research Methods has been developed for those students who enter their Counseling
Psychology program with a strong background (2 research methods/statistics courses and/or research
assistantship as part of undergraduate degree.) This class will build on student’s base of knowledge
by providing an opportunity to learn about aspects of the research process in more detail. We will
also learn about new and innovative designs and/or methods. Students will design a research project
(hypothetical) utilizing a design or method that they have not studied and/or used before. Students
planning to complete a thesis will refine their thesis topics and begin developing a research question.

The structure of the class will be that of a research colloquium. Each meeting of the colloquium will
cover a different broad topic with specifics determined by the class. Class will also provide the
opportunity to present “problems” and/or issues that have come up as you design your projects.
.
Requirements:

The graded requirements of the course differ dependent on whether you are an a student in the
School Psychology program, an M.A. student in the MCFT or other program not planning to
complete a thesis, or a student working toward admission to the M.S. and planning to complete a
thesis. Overall, the requirements of the course include, weekly homework and/or in class
assignments, quizzes, the development of a research article critique manual, a journal of questions
from the reading, a research methods glossary, a group research project and/or introduction to a
research plan, and summaries and critiques of a research articles.

The major requirement for thesis students will be to determine your topic/question and write a
literature review that provides the research basis of your thesis.
Assignments and Points

Non-thesis Students Thesis Students

Class Participation 100 points Class Participation 100 points
Homework 90 points Homework 90 points
Reading Journal 30 points Reading Journal 30 points
Article Summaries (2) 80 points Article Summaries (2) 80 points
Test Review Assignment 35 points Test Review Assignment 35 points
Critique Guide 35 points Critique Questions 35 points
Concept paper 30 points Introduction 30 points
Glossaries/Glossary Games 50 points Glossary Games 50 points
Group Project 120 points Lit Review/ Presentation 110(10) points

Final grades will be based on a 570 point total and will be distributed as follows:

513 & above A

456 - 512 B
399 - 455 C
below 399 Fail

Late papers and assignments: Any assignments turned in late (without previous permission) will
automatically receive a 10% reduction in grade.

Required Texts:
Mertens (2015). Research and evaluation in education and psychology. Integrating diversity
with quantitative, qualitative and mixed methods. (4th Ed). Thousand Oaks, CA: Sage.

American Psychological Association (2010). Publication manual of the American Psychological

Association. (6th Ed.). Washington, DC: American Psychological Association.

or

Swartz, B.M., Landrum, R.E., & Gurung, R.A. R. (2014) An Easy Guide to APA Style (2nd Ed).
Thousand Oaks, CA: Sage

Supplementary Texts & Workbooks

Leong & Austin (1996). The psychology research handbook. A guide for graduate students
and research assistants. Thousand Oaks, CA: Sage Publications

Cone, J.D. & Foster, S.L. (2006). Dissertations and theses from start to finish (2nd Ed).
Washington, DC: American Psychological Association.
Tentative Course Schedule

Date General Topic Readings for Class Assign/Hmwk DUE

Sept 3 Introduction 5pts
Your Goals

Sept 10 What is my research Mertens chapter 1

worldview?
Ponterotto, J. G.
Paradigms/lenses/ (2005).
epistemologies

Sept 17 Research on the Job – Program Mertens Ch 2 H1

Evaluation & Needs Assessment 15 pts

Sept 24 Focusing the Research? Mertens Ch 3 & 11 H2

15pts
Overview of Sampling

Oct 1 Qualitative Methods Mertens Ch 8& 9 H 3 15pts

Topics to Be Covered/Reviewed Mertens Chapter

 Methodological qualitative aspects
Considerations
 Approaches Mertens Chapter 13
 Sampling qualitative aspects
 Data Collection
 Analysis
 Recognizing Good
research

Oct 8 Participatory Approaches review pp 238 - 240 H 4 15 pts

(participatory
action research)

J of Social Action
article

Ch 12 participatory
data collection

Ch 13 ..

Oct 15 Qualitative Data Collection H 5 15 pts

Qualitative Analysis

Oct 22 30th Anniversary Dinner Qualitative 40 points

Article
summary
 Critiquing Qualitative research Critique time

Qualitative
Glossary Game
Due

Oct 29 Overview of Quantitative Mertens Chapter 4 H 6 15 pts

–7
Topics to Be Covered/Reviewed
 Designs
 Design Validity/Threats
 Sampling
 Operationalizations
 Analysis
 Recognizing Good
research

Nov 5 Special Assignment and Meeting Data collection Test review 35 points
reliability validity Assignment
Using Standardized Instruments Chapter 12 post-
Reliability/Validity positivist aspects

Ch 13 -
quantitative
analysis

Nov 12 Mixed Methods Mertens Chapter 10 Quantitative

Glossary games
due

Nov 19 Ethics Mertens Chapter 13 Concept Paper 30 points

First person scenario pp 403 - 423; 432- Due
Risks and Benefits 449
Informed consent

Nov 26 Thanksgiving Break No class

Dec 3 Stats review Mertens 13 Quantitative 40 pts

403- 423 ; 432 to Article
Critiquing Research 449 Summary

Critique guide 35 pts

due

Dec 10 Group Projects 120

Thesis Presentations
Thesis Lit Review
Final (Discussion)
10
Game Night